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Country: ________________________________
This questionnaire is designed to collect recent statistics in order to produce policy relevant indicators on key aspects of ICT integration in education. The
data will be published in the UNESCO Institute for Statistics (UIS) Data Centre at http://stats.uis.unesco.org and major international reports.
Please return the completed questionnaire before 28th March 2011. The electronic form can be submitted directly to the UIS by email to
b.valdez-melgar@unesco.org. Questionnaires completed using the printed forms should be sent to:
UNESCO Institute for Statistics
P.O. Box 6128, Succursale Centre-Ville
Montreal, Quebec H3C 3J7
Canada
Data reported in this questionnaire should cover all educational institutions in your country. If this is not the case, please provide a detailed
explanation using a comment in the electronic form or footnote in the printed form. To enter comments in the electronic form, please press
the RIGHT mouse button and click on “Insert comments”.
Please do not leave any cell blank. Please use the following symbols in the tables if you do not have the data requested:
a = category not applicable
m = data missing (or not available)
n = quantity nil
x = data included in another category (to be indicated with a comment or a footnote)
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RESPONDENT INFORMATION
Please provide details below of the person responsible for completing this questionnaire.
Organization: ...............................................................................................................................................................................................
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SECTION A: POLICY AND CURRICULUM
Please provide the source of the data reported in Section A, if different from the main source on the second page:
Organization: ................................................................................................................................................................................................
Department:..................................................................................................................................................................................................
Data source (name of publication, database, website, etc.):........................................................................................................................
A.1 In order to promote/implement the integration of ICT in Education, does your country have ….?
A.2 Does your country have a national policy specifically for the use of open educational resources?
Yes
No
A.3 Does your curriculum include specific objectives or a subject on basic computer skills (or computing)?
A.4 As part of the policies/plans/provisions to integrate ICT in education, are there recommendions for ICT-assisted instruction to form part of
subject delivery at specific grade(s)?
Yes No
If the answer to Question A.4 is yes, please tick all applicable boxes that have ICT-assisted instruction by subject:
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A.5 Please indicate the total statutory annual instructional time (in hours) for the following ISCED levels:
Recommended statutory annual instructional hours – cumulative hours for all grades by level
ISCED 1 ISCED 2 ISCED 3
A.5.1 All subjects (Total)
Organization: ................................................................................................................................................................................................
Department:..................................................................................................................................................................................................
Data source (name of publication, database, website, etc.):........................................................................................................................
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Primary and secondary (ISCED 1,2 and 3) – All programmes
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Table 3: Enrolment (t-1) in the previous school year by gender and ISCED level
SECTION C: COMPUTERS
Please provide the source of the data reported in Section C, if different from the main source on the second page:
Organization: ................................................................................................................................................................................................
Department:..................................................................................................................................................................................................
Data source (name of publication, database, website, etc.):........................................................................................................................
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SECTION D: PRIMARY AND SECONDARY TEACHERS
Please provide the source of the data reported in Section D, if different from the main source on the second page:
Organization: ................................................................................................................................................................................................
Department:..................................................................................................................................................................................................
Data source (name of publication, database, website, etc.):........................................................................................................................
Primary and secondary – All programmes – Part-time and full-time teachers (Headcounts)
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GLOSSARY
ALL PROGRAMMES COMPUTERS FOR PEDAGOGICAL USE
All programmes include both general education as well as technical and vocational education Computers for pedagogical use refers to the use of computers to support course delivery or
programmes. See corresponding definitions. independent teaching and learning needs. This may include activities using computers or the
Internet to meet information needs for research purposes; develop presentations; perform hands-
on exercises and experiments; share information; and participate in online discussion forums for
ANNUAL INSTRUCTIONAL TIME educational purposes.
Annual instructional time (in hours) corresponds to the total number of statutory hours that are COMPUTING
allocated for learning activities in a school year according to the national regulations. That is to say,
these are the intended number of hours expected to be used for educational activities in a given Computing refers to a course programme usually taught at ISCED 4, 5 or 6 levels. Some schools
school year for a given grade. may also teach computing (mainly computer programming) at ISCED 3. Typical computing course
Please note that instructional periods must correspond to a full hour equivalent of 60 minutes. content may include: system design, computer programming, data processing, networks, operating
Where the standard duration of a period is different from 60 minutes, it is transformed into a full systems and software development. Computing does not include computer hardware design,
hour equivalent by dividing by 60 minutes. construction and production.
Annual instructional time (in hours) is calculated as: Source: Adapted from International Standard Classification of Education (ISCED97).
(Standard duration of a period in minutes / 60 minutes * number of instructional periods in a
COURSE
day) * (net number of instructional days per annum)
Where net number of instructional days per annum is equivalent to the number of A course is a planned series of learning experiences in a particular subject matter or set of skills,
statutory school days per annum minus the number of days the school is closed (e.g. usually offered by an educational or training institution or programme for one or more pupils.
festivities, national holidays, non-teaching pedagogical days, etc.)
Source: Adapted from International Standard Classification of Education (ISCED97)
Source: Adapted from the World Education Indicators specific Data Collection Manual.
CURRICULUM
BASIC COMPUTER SKILLS
Curriculum refers to the design, planning and sequencing of teaching and learning processes. It
Basic computer skills is a curriculum module that covers the most common usages of a computer, includes a statement of purpose, contents, activities and learning practices, as well as the
including a majority or all of the following: understanding the basic notions of computer modalities for assessing pupils’ achievements. For the purpose of this questionnaire, the relevant
manipulation; managing computer files, word processing, using spreadsheets and databases; subjects that are contained in the curriculum are defined below:
creating presentations; finding information and communicating using computers; and being aware Mathematics: mathematics, mathematics with statistics, geometry.
of social and ethical implications of Internet use.
Science: science, physics, physical science, chemistry, biology, human biology,
From a statistical perspective, nationally-defined content of such modules should be considered. In environmental science, agriculture / horticulture / forestry.
the absence of a national standard, please consider curriculum modules that have a majority or all
Basic computer skills (computing): See corresponding definitions
of the above content units as equivalent to a basic computer skills course.
Written communication (language): This refers to reading and writing in the tongue of
Basic computer skills may be taught as a separate subject or integrated into other subjects. A
instruction normally used in educational programmes.
common standard applied by a growing number of countries is the International Computer Driving
Licence (ICDL) assessment system, which is derived from the European Computer Driving Licence Second language: This refers to reading and writing in a second “tongue” (e.g., a
(ECDL). foreign language) or reading and writing in the native tongue of the country as a second
language (for non natives).
COMPUTER Arts: arts, music, visual arts, practical art, drama, performance music, photography,
drawing, creative handicraft, creative needlework.
Computer refers to a programmable electronic device that can store, retrieve and process data, as
well as share information in a highly-structured manner. It performs high-speed mathematical or EDUCATIONAL INSTITUTIONS
logical operations according to a set of instructions.
When providing data on the number of computers, personal computers (PCs), laptops, notebooks, Educational institutions have as their sole or main purpose the provision of education. Such
terminals connected to mainframes and mini-computers intended for shared use should be institutions are normally accredited or sanctioned by some public authorities. While the majority of
included. Computers must also be of functional use to meet pedagogical and/or administrative educational institutions fall under the jurisdiction of, or are operated by, education authorities, other
needs. public agencies dealing with such areas as health, training, labour, justice, defence, social
services, etc. may also be involved. Educational institutions may also be operated by private
Source: Adapted from Revisions and Additions to the Core List of ICT Indicators – Partnership on
organizations such as religious bodies, special-interest groups or private educational and training
Measuring ICT for Development.
institutions, both profit and non-profit making.
COMPUTER-ASSISTED INSTRUCTION Source: Adapted from the UIS Instruction Manual for Completing the Questionnaires on Statistics
of Education – 2003.
Computer-assisted instruction is an interactive learning method in which a computer is used by
teachers and/or pupils to present instructional material, to perform tasks for learning and to help in ELECTRICITY
selecting and accessing additional pedagogical material.
Electricity refers to regularly and readily available sources of power (e.g. grid/mains connection,
Source: Adapted from Revisions and Additions to the Core List of ICT Indicators – Partnership on
wind, water, solar and fuel-powered generator, etc.) that enable the adequate and sustainable use
Measuring ICT for Development.
of ICT infrastructure for educational purposes.
COMPUTER LABORATORY In this questionnaire, enrolment in educational programmes offered by institutions having access to
electricity must be counted.
Computer laboratory is a room or space equipped with computers (networked or not) devoted to Source: Adapted from Revisions and Additions to the Core List of ICT Indicators – Partnership on
pedagogical use in an educational institution. Measuring ICT for Development.
A computer laboratory must be safe from any disruptive, non-pedagogical content where pupils
and teachers may need authorized access credentials. In this context, Internet booth (or ENROLMENT (OR ENROLLED)
community Internet centres) must be excluded unless there is a decisive policy to use such
facilities for pedagogical purposes. Enrolment (or enrolled) refers to a pupil registered in a grade or programme of study at an
educational institution who met enrolment prerequisites at the registration date.
COMPUTERS FOR ADMINISTRATIVE USE Period (t) refers to enrolment for the school year ending in 2010 or most recent year available.
Period (t-1) refers to enrolment for the preceding school year ending in 2009.
Computers for administrative use refer to computers used by non-teaching staff to assist with
school management. Such usage may include record-keeping or data processing and analysis of
registration and daily attendance in classes, teaching and non-teaching staff, physical school
facilities, budget and expenditure data, and assessment results. It also includes planning of
programmes and deployment of human, material and financial resources. It may involve secretarial
usage through word processing, as well as communications with external bodies or parents
through emails.
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FIXED BROADBAND INTERNET INFORMATION AND COMMUNICATION TECHNOLOGIES (ICT)
Fixed broadband Internet refers to high-speed connectivity for public use of at least 256 Kbit/s or For the purpose of statistical reporting, information and communication technologies (ICT) is
more in one or both directions (downloading and uploading). It includes cable modem Internet defined as a diverse set of technological tools and resources used to transmit, store, create, share
connections, DSL Internet connections of at least 256 Kbit/s or higher, fibre and other fixed or exchange information. These technological tools and resources include computers, the Internet
broadband technology connections (such as satellite broadband Internet, Ethernet LANs, fixed- (websites, blogs and emails), live broadcasting technologies (radio, television and webcasting),
wireless access, Wireless Local Area Network, WiMAX, etc.). recorded broadcasting technologies (podcasting, audio and video players, and storage devices)
Private Internet connectivity within educational institutions via mobile phone networks is excluded. and telephony (fixed or mobile, satellite, visio/video-conferencing, etc.).
Source: Adapted from Revisions and Additions to the Core List of ICT Indicators – Partnership on
INTERNET
Measuring ICT for Development.
Internet refers to worldwide interconnected networks that enable users to share information in an
GENERAL PROGRAMMES
interactive format – referred to as hypertext – through multiple wired or wireless receivers
(personal computers, laptops, PDAs, Smartphones, etc.). (See also definitions for fixed
General programmes (or general education) are designed mainly to provide pupils with a deeper
narrowband Internet and fixed broadband Internet.)
understanding of a subject or group of subjects, especially – but not necessarily – with a view to
preparing pupils for further education at the same or higher level. Such programmes are typically
INTERNET-ASSISTED INSTRUCTION
school-based and may or may not contain vocational elements. Successful completion of such
programmes may lead to an academic qualification. However, successful completers typically Internet-assisted instruction refers to an interactive learning method using content from the World
cannot enter a particular occupation, trade or class of occupations or trades without further Wide Web for pedagogical purposes.
training. Programmes with a general orientation and not focused on a particular specialization
should be classified in this category.
See definition of Information and Communication Technologies (ICT). ISCED levels are defined in the 1997 version of the International Standard Classification of
Education (ISCED97) maintained by UNESCO. Levels of education are classified as follows:
ICT SUPPORT SERVICES ISCED 0 – Pre-primary
ISCED 1 – Primary or first stage of basic education
ICT support services refer to a range of services implemented by educational institutions in order ISCED 2 – Lower secondary or second stage of basic education
to ensure permanence and performance of facilities for operating ICT-assisted instruction without ISCED 3 – Upper secondary education
discontinuity. The implementation of such services may imply operational or administrative ISCED 4 – Post-secondary non-tertiary education (programmes that lie between the
measures to support the sustainability of ICT-assisted operations by assigning a designated unit or upper secondary and tertiary levels of education)
staff member to the task or granting renewable quarterly, bi-quarterly or yearly contract(s) to ISCED 5 – First stage of tertiary education (not leading directly to an advanced
private service provider(s). Key objectives behind the use of ICT support services by schools may research qualification)
include:
ISCED 6 – Second stage of tertiary education (leading to an advanced research
ascertaining that every pedagogic and administrative unit, including special needs and qualification)
library units, identifies its requirements for ICT provision; Source: International Standard Classification of Education (ISCED97).
coordinating the effective use of ICT across the whole curriculum and encouraging aspects
of cross-curricular planning; LOCAL AREA NETWORK (LAN)
helping pedagogic and administrative units to consider how ICT can support the teaching
and learning of subjects other than computing and what those subjects can contribute to the A local area network (LAN) refers to a network connecting computers within a localized area such
teaching and learning of ICT skills; as a single building, department or site; it may be wireless.
monitoring on behalf of the senior leadership team how equipment and software are
Source: Partnership on Measuring ICT for Development, Core ICT Indicators, 2010
accommodated, acquired, maintained and replaced, and how they are stored, accessed
and used by pupils and staff; OPEN EDUCATIONAL RESOURCES
ensuring that sensible, transparent decisions are made where there are competing
demands for resources and that the school improvement plan includes plans for Open educational resources refers to electronic resources and tools for learning in open document
encouraging and supporting the professional development of all staff in the use of ICT in format and released under an intellectual property licence allowing free use, adaptation and
their subjects, in line with school policy and practices; and distribution.
managing the school's ICT technician and network manager, etc.
From a statistical perspective, institutions must have a specific policy to devote resources for the
From a statistical perspective, irrespective of the modalities for acquiring such services either coordination and maintenance of an electronic repository for pedagogical use.
through one or multiple means, the sole existence of such regular or renewable contracted
services in an educational institution implies the presence of ICT support services. PLAN
Source: Adapted from the Department for Children, Schools and Families. Plan refers to a government-issued document on how its goals are to be achieved within a
specified timeframe. It details each activity to be undertaken, the method employed for
ICT-ASSISTED INSTRUCTION implementation, the resources required and the actors responsible for implementing each activity.
ICT-assisted instruction refers to teaching methods or models of instruction delivery that employ POLICY
ICT in supporting, enhancing and enabling course content delivery. It includes any, all or
combinations of the following: radio-, television-, computer- and Internet-assisted instruction. Policy refers to a set of ideas that has been agreed officially by a group of people, a business
organization, a government or a political party usually expressed in a government-issued
ICT-ENABLED DISTANCE EDUCATION PROGRAMMES document which outlines the principles, guidelines and strategy in relation to a particular (or
determined) public activity.
ICT-enabled distance education programmes refer to programmes or instructional systems that
use ICT (Internet, radio sets, television sets, personal computers, audiovisual material or print PRIVATE EDUCATION
material to a minimal degree) to deliver all or a significant portion of teaching to pupils removed in
space and time. Distance education can take a variety of forms, which include: Private education is offered by educational institutions that are controlled or managed by a non-
Internet-based distance learning either synchronously or asynchronously; governmental organization (including but not limited to a church, trade union or business
Telecourse or broadcast-based education, in which content is delivered via radio or enterprise), whether or not it receives financial support from public authorities.
television; Source: Adapted from the UIS Instruction Manual for Completing the Questionnaires on Statistics
CD-ROM or DVD-based self-learning in which the pupils interacts with computer content of Education
stored on a CD-ROM or DVD;
Mobile devices-based learning where the learner accesses course content stored on a
mobile device or through a wireless server; and
Integrated distance learning, combining live versus recorded delivery modes, individualized
interaction versus group instruction through various channels, and/or print materials to a
minimal degree, etc.
…but exclude:
Correspondence-based distance learning conducted exclusively through postal-mail.
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PROGRAMME TEACHERS
Educational programmes are defined as a coherent set or sequence of educational activities that Teachers and teaching staff refers to persons employed in an official capacity for the purpose of
are designed and organized to achieve pre-determined learning objectives or a specific set of guiding and directing the learning experience of pupils, irrespective of qualifications or the delivery
educational tasks over a sustained period. Objectives encompass improving knowledge, skills and mechanism, i.e. whether face-to-face and/or at a distance. This definition excludes educational
competencies within any personal, civic, social and/or employment related context. This it typically personnel who have no active teaching duties (e.g. headmasters who do not teach) or work
linked to the purpose of preparing for more advance studies and/or for an occupation or range of occasionally or in a voluntary capacity in educational institutions (e.g. parents).
occupations. A common characterisitic of educational programmes is that, upon fulfilment of
learning objectives or educational tasks, completion is recognized or certified by the provider. TEACHERS TRAINED TO TEACH BASIC COMPUTER SKILLS (OR COMPUTING)
In ISCED-97, programmes are assigned to levels of education. Broadly speaking, the level is
Teachers trained to teach basic computer skills (or computing) refers to teachers considered
related to the degree of complexity of the content of the programme.
qualified according to national standards or norms to teach basic computer skills (or computing)
The notion of ‘levels’ of education, therefore, is essentially a construct based on the assumption courses.
that educational programmes can be grouped, both nationally and cross-nationally, into an ordered
At higher ISCED levels, in particular, teachers trained to teach computing should have a nationally
series of categories broadly corresponding to the overall knowledge, skills and capabilities of
required academic credential in an ICT-related field of study, such as computer science.
required participants if they are to have a reasonable expectation of successfully completing the
programmes in these categories. These categories represent broad steps of educational TEACHERS TRAINED TO TEACH SUBJECTS USING ICT FACILITIES
progression from very elementary to more complex experiences with the more complex the
programme, the higher the level of education. Teachers trained to teach subjects using ICT facilities are teachers that have received at least a
nationally defined minimum of formal training to teach one or various subjects at the relevant
level(s) using ICT to support their teaching.
PUBLIC EDUCATION
TECHNICAL EDUCATION or VOCATIONAL TRAINING
Public education is offered by educational institutions that are controlled or managed by a
governmental education authority or agency that can be at the national/federal, state/provincial or Technical education or vocational training is designed mainly to provide pupils with the practical
local level, irrespective of the origin of its financial resources. skills, know-how and understanding necessary for direct entry into a particular occupation or trade
Source: adapted from the UIS Instruction Manual for Completing the Questionnaires on Statistics (or class of occupations or trades). Successful completion of such programmes normally leads to a
of Education labour market-relevant vocational qualification recognised by the national competent authorities
(e.g. Ministry of Education, employers’ associations, etc.).
PUPILS WHO PASSED
TELEPHONE COMMUNICATION FACILITY
Pupils who passed refers to pupils who have successfully completed a given grade in a given
academic year (t-1) and are, therefore, permitted to register in the following grade in the following Telephone communication facility refers to fixed telephone lines, cable connections (i.e. cable
academic yeat (t) or “promoted” to the next grade/level. Nevertheless, the intention here is not to telephony) or other sustainable communication technology that connects an educational
measure the transition or flows across different school years, but the final results of a given institution’s terminal equipment (e.g. telephone set, facsimile machine) to the public switched
academic year. A mandatory passing mark is usually required for promotion to the next grade. telephone network (PSTN) and has a dedicated port on a telephone exchange. Access is defined
Pupils who have passed during a recuperation period following an academic year or session are to by a subscription to services that allow the physical presence and use of the facilities in a given
be included. educational institution. A mobile cellular phone owned by an individual working at a school does
not constitute a school telephone communication facility.
PUPIL Source: Adapted from Revisions and Additions to the Core List of ICT Indicators – Partnership on
Measuring ICT for Development.
Pupil refers to a child enrolled in an educational programme, whereas children or adults enrolled at
more advanced levels are students. TELEVISION
Source: Adapted from the UIS Instruction Manual for Completing the Questionnaires on Statistics
of Education. Television is considered to be a stand-alone device (in working condition) capable of receiving
broadcast television signals using popular access means (such as over-the-air, cable and satellite).
RADIO Source: Adapted from Revisions and Additions to the Core List of ICT Indicators – Partnership on
Measuring ICT for Development.
Radio is considered to be a stand-alone device (in working condition) capable of receiving
broadcast radio signals, using popular frequencies (such as FM, AM, LW and SW). TELEVISION-ASSISTED INSTRUCTION
Source: Adapted from Revisions and Additions to the Core List of ICT Indicators – Partnership on
Measuring ICT for Development. Television-assisted instruction is similar to radio broadcast education, with the additional benefit of
video. It helps to bring abstract concepts to life through clips, animations, simulations, visual effects
RADIO-ASSISTED INSTRUCTION and dramatization. It can also connect a classroom to the world but shares the same rigid
scheduling and lack of interactivity as radio broadcast education.
Radio-assisted instruction includes both radio broadcast education and interactive radio instruction. Source: Adapted from Revisions and Additions to the Core List of ICT Indicators – Partnership on
Radio broadcast education entails an audio lecture or lesson, with printed material for pupils to Measuring ICT for Development.
follow the lecture. Any teacher, not necessarily qualified in the subject matter, can use the radio
programme as a main instructional source. Broadcast programmes follow the traditional model of TRAINED TEACHERS
education and can cover every subject in many different languages, depending on the target
audience. Trained teachers have received at least the minimum formal teacher training (pre-service or in-
service) required for teaching at the relevant level.
Interactive radio instruction (IRI) turns a typically one-way technology into a tool for active learning
inside and outside the classroom. It requires that pupils react to questions and exercises through Source: Adapted from Instruction Manual for Completing the Questionnaires on Statistics of
verbal responses to radio programme contributors, group work, and physical and intellectual Education.
activities while the programme is on air. For both teacher and pupil, the lesson becomes an
immediate hands-on practical guide. WEBSITE
Source: Adapted from Revisions and Additions to the Core List of ICT Indicators – Partnership on Website refers to a collection of interlinked web pages with a related topic, usually under a single
Measuring ICT for Development domain name. In the context of educational institutions, a website includes a home page with links
to pertinent pedagogical information and other related activities.
REGULATORY INSTITUTION
Regulatory institution refers to a separate body, organization, committee or bureau that has been
given responsibility by the government for promoting, coordinating and ensuring correct
implementation of laws and policies.
REGULATORY PROVISION
Regulatory provision refers to a law or legal provision usually made by a government, that is used
to order the way in which a society behaves.
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